Academic achievement

About: Academic achievement is a research topic. Over the lifetime, 69460 publications have been published within this topic receiving 2227289 citations. The topic is also known as: academic performance & educational achievement.

A six-district study of educational change: Direct and mediated effects of the child development project.

Abstract: A comprehensive elementary school program, the Child Development Project, was conducted in two schools in each of six school districts over a three-year period Two additional schools in each district served as a comparison group The program attempts to create a 'caring community of learners' in school and classroom through classroom, schoolwide, and parent involvement components The classroom component includes student collaboration, a literature-based approach to reading, and a student-centered approach to classroom management Classroom observation, student questionnaire, teacher questionnaire, and test data were collected in a baseline year and in each of the three years of program implementation Results showed positive student results in the five program schools that made significant progress in implementation Schools that progressed in implementation showed gains – relative to their comparison schools – in students' personal, social, and ethical attitudes, values, and motives Significant effects on academic achievement were found only in two schools with a performance-based assessment and a highly consistent local reform mandate Modeling analyses indicated that student sense of community was an important mediating variable for almost all dependent variables – indicating that the program produced positive effects to the degree that it was successful in establishing a caring community in the school

Mathematical Cognition Deficits in Children With Learning Disabilities and Persistent Low Achievement: A Five-Year Prospective Study

Abstract: First- to fifth-grade mathematics and word reading achievement were assessed for children with mathematical learning disability (MLD, n = 16), persistent low achievement (LA, n = 29), and typical achievement (n = 132). Intelligence, working memory, processing speed, and in-class attention were assessed in 2 or more grades, and mathematical cognition was assessed with experimental tasks in all grades. The MLD group was characterized by low school-entry mathematics achievement and poor word reading skills. The former was mediated by poor fluency in processing or accessing quantities associated with small sets of objects and corresponding Arabic numerals, whereas the latter was mediated by slow automatized naming of letters and numbers. Both the MLD and LA groups showed slow across-grade growth in mathematics achievement. Group differences in growth were mediated by deficits or delays in fluency of number processing, the ability to retrieve basic facts from long-term memory and to decompose numbers to aid in problem solving, and by the central executive component of working memory and in-class attention.

Classroom context, school engagement, and academic achievement in early adolescence.

Abstract: Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student–teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.

The Influence of Parenting Styles, Achievement Motivation, and Self-Efficacy on Academic Performance in College Students

Abstract: Parenting styles have consistently been shown to relate to various outcomes such as youth psychopathology, behavior problems, and academic performance. Building on the research in the parenting style literature, along with examining components of self-determination theory, the present study examined the relations among authoritative parenting style, academic performance, self-efficacy, and achievement motivation using a sample of college students ( N = 264) . Results indicated that authoritative parenting continues to influence the academic performance of college students, and both intrinsic motivation and self-efficacy predicted academic performance. Additionally, the study tested the interaction between self-efficacy and authoritative parenting, but the interaction was not significant. Implications for future research and applications are discussed.